What were things that were valuable to you from this class? What things do you think you will use in your classroom as a teacher? What things did not have any value to you? Identify and discuss aspects of the class where you feel there could be improvement.
Everything I have learned within this class has proved to be valuable in pursuing a career as a teacher. Even on the first day of school I learned something I didnt even know my computer could do (sreenprint)! In particular, learning spreadsheet, Microsoft word, power point and internet resources such as yahoo groups has appeared to be very valuable for a future career in teaching. I know that as a teacher I will use spreadsheets for keeping track of my students' grades. Microsoft word will definitely be used in creating newsletters or email attachments like assignment prompts, etc. Power point is a tool I will use while lecturing because students can follow better and review the lecture on their own. Other valuable tools I learned and especially liked are 'filamentality' and 'rubistar'. I can see myself bringing both of these tools into my own classroom. They are great tools for keeping your students on track and aware of teacher expectations. Prior to the class I had not had any type of guide for learning the internet. I had no idea how many resources are available on the internet if you know what to search for and how to search for it. I cant think of one thing in this class that did not have any value to me. Considering how many weeks there are of school and how much there is to learn in this course I dont see any specific improvements that can be made, in my opinion. I think the professor taught this course both efficiently and effectively and I really enjoyed learning all the material that I was introduced to. Although there may have been some frustrations for me, as technology is not my forte, I am very greatful for learning such material before I go into the credential program and becoming a teacher.
Saturday, December 1, 2007
Monday, November 26, 2007
Blog 12: Databases
The use of database in education can aide a teacher in time and efficiency. It can also help students familiarize themselves with the many uses of technology. In using 'InspireData', I conducted a survey on things that students prefer. Inspire data allowed me to answer a questionnaire that students would answer individually. With all of their answers accumulated, I then was able to create a diagram including specific equations that would group students according to similar preferences or answers. Using this survey with students allows the teacher to involve students in making decisions and informing students of the basis for such decisions. I found InspireData to be especially easy to navigate as there is a handy guide that can be downloaded with adobe reader which can then be referred to while creating your own database. Being able to bounce back and forth between the plot diagram and the chart was also helpful in creating the database effectively. There are many other uses that databases will come in handy for. The teacher-student example brushes on the significance of using a database within the classroom.
In reading the article "The World Wide Web: Interfaces, Databases, and Applications to Education", a specific database called FileMaker Pro 4.0 is discussed and referred to as "one good choice that is available to teachers". In this particular reading the author explained other uses for databases. As the college students being discussed did not all reside at the college the teacher used the database as a means for turning in assignments and keeping track of what was submitted per student. One use for a database that I am familiar with within my own college is the evaluation forms for students to fill out about their teacher and the teachers performance throughout the semester. In the reading the old way of completing these evaluations was done in class with the teacher outside, this is also the way my college does this task. Using the database as a means for completing these evaluations was an easy and more efficient for the student but also more effective for the teacher as they can see what exactly was answered how and they can see the results sooner. Of course the students would be anonymous. I appreciated the readings examples of uses for databases. The fact that databases can be used and seen by many people from various locations allows for collaboration and efficiency.
In the second reading "The Database America's Presidents", discusses new literacy's that need to be mastered by today's students. These literacies are referred to as the ""Six C's": compute, communicate, conclude, confirm, categorize, and classify". The reading specifically discusses the challenge students face in being able to manage information and data as they search through vast choices of information sources and how a database can be an effective tool in doing so. "For this reason, they will benefit enormously from any early elementary activities and technologies that help them collect, organize, categorize and sort information." This is where the database tool comes in. Using the database for younger students in organizing data collected, for example information on presidents is the example used in this reading. This example gives me the idea that it is better to start students off with such elementary activities as organizing information at younger ages and familiarize them with the data base tool before they enter their later education years. In doing this, students should have a better chance in mastery of the "Six C's".
In Reading "Bells and Whistles: Organizing Data for Whole-Class Use", I learned how a database can be especially useful when using one computer. This may seem like a concern for futures teachers when considering using computer involved projects within the classroom. Where some schools may be funded enough to only afford one computer per classroom, such an assignment as a database involved lesson can be quite effective for each student to employ their own "critical thinking skills as, classifying, defining, categorizing, inferring, comparing and contrasting." In creating a database to store the information gathered a students must then decide how their data correlates together then how to organize the information most effectively. After, the database can be creating with students working together to agree on what questions will be used for the database. The information can be entered then accessed by all students to find what results they specifically search for. This reading discussed how one computer can be just as effective if not more in creating a group centered database.
In reading the three articles and using the database inspire, I have a clear understanding of the many uses of databases and how databases are conducted. I think this is a great tool to be used in the classroom that requires critical thinking from each individual and brushes up students' technology skills.
In reading the article "The World Wide Web: Interfaces, Databases, and Applications to Education", a specific database called FileMaker Pro 4.0 is discussed and referred to as "one good choice that is available to teachers". In this particular reading the author explained other uses for databases. As the college students being discussed did not all reside at the college the teacher used the database as a means for turning in assignments and keeping track of what was submitted per student. One use for a database that I am familiar with within my own college is the evaluation forms for students to fill out about their teacher and the teachers performance throughout the semester. In the reading the old way of completing these evaluations was done in class with the teacher outside, this is also the way my college does this task. Using the database as a means for completing these evaluations was an easy and more efficient for the student but also more effective for the teacher as they can see what exactly was answered how and they can see the results sooner. Of course the students would be anonymous. I appreciated the readings examples of uses for databases. The fact that databases can be used and seen by many people from various locations allows for collaboration and efficiency.
In the second reading "The Database America's Presidents", discusses new literacy's that need to be mastered by today's students. These literacies are referred to as the ""Six C's": compute, communicate, conclude, confirm, categorize, and classify". The reading specifically discusses the challenge students face in being able to manage information and data as they search through vast choices of information sources and how a database can be an effective tool in doing so. "For this reason, they will benefit enormously from any early elementary activities and technologies that help them collect, organize, categorize and sort information." This is where the database tool comes in. Using the database for younger students in organizing data collected, for example information on presidents is the example used in this reading. This example gives me the idea that it is better to start students off with such elementary activities as organizing information at younger ages and familiarize them with the data base tool before they enter their later education years. In doing this, students should have a better chance in mastery of the "Six C's".
In Reading "Bells and Whistles: Organizing Data for Whole-Class Use", I learned how a database can be especially useful when using one computer. This may seem like a concern for futures teachers when considering using computer involved projects within the classroom. Where some schools may be funded enough to only afford one computer per classroom, such an assignment as a database involved lesson can be quite effective for each student to employ their own "critical thinking skills as, classifying, defining, categorizing, inferring, comparing and contrasting." In creating a database to store the information gathered a students must then decide how their data correlates together then how to organize the information most effectively. After, the database can be creating with students working together to agree on what questions will be used for the database. The information can be entered then accessed by all students to find what results they specifically search for. This reading discussed how one computer can be just as effective if not more in creating a group centered database.
In reading the three articles and using the database inspire, I have a clear understanding of the many uses of databases and how databases are conducted. I think this is a great tool to be used in the classroom that requires critical thinking from each individual and brushes up students' technology skills.
Sunday, November 25, 2007
Blog 13/14: imovie
i movie is a fun tool that can be integrated into the classroom and used for educational purposes. In reading the article "Splicing Video into the Writing Process" By Tammy Pandina Scot and Diane Harding September 2004, learning how to use i movie and, creating a video with my classmates, I have a better understanding of what this tool is, how it works and why videos are a good learning strategy for teachers to employ in their classrooms.
i movie is a tool on MAC computers that allows you to create and edit movies. In learning this tool, I began with a clip off of American idol and downloaded it on to i movie. From here I sectioned off different clips within the clip and rearranged them for a more comical piece. In playing around with this tool I discovered there are fun animation and audio effects that can be edited into the clips. Subtitles, credits and titles can also be added into the piece. There are many options within i movie to edit and create a movie that can be fun for students to utilize while learning. Using this tool has given me a new perspective on incorporating video into lessons. Not only did I learn about our topic, or actually brush up on the topic which was the "three phases of water", I learned how to use a new technology. In introducing this technology to a lesson, I believe students will enjoy learning the lesson and technology. Creating a product that displays what students have learned will allow students to have an immediate sense of satisfaction and accomplishment which will further their interest in learning.
When I was reading the article it occurred to me that the students referred to were in grade five. As a college student and future teacher, this is my first exposure ever to i movie. It is obvious that I will be teaching students who may have better skills with this technology than I, at this point. However, this is why it is important that I get a firm grasp on this technology as to become a more effective teacher. Besides how much catching up I need to do, I learned how not only does video creation engage the students in creating a product which displays a subject or topic but, how the actual process in creating the script and organizing the movie actually forces the students to understand the topic matter and technology. Preparation and brainstorming allows students to practice their creativity establish individual ideas and decide what facts are more important than others. It allows students to really think about what they have learned instead of brushing it off which is what happens in many cases.
Taking a deeper look into the creation of the video, group cooperation is as key a factor as learning the material individually is. Working as a group productively is important and it can be up to the teacher how well this happens. The reading on page 28 states "We group students very carefully to ensure they stay on task and work well together". This reminds me that how productive the students are in learning is as much up to me as it is up to them.
I think using i movie and other similar tools as a means of education is a great way to teach students individual responsibility, technology, subject matter, cooperation, commitment and so many other characteristics that will reflect into their futures.
i movie is a tool on MAC computers that allows you to create and edit movies. In learning this tool, I began with a clip off of American idol and downloaded it on to i movie. From here I sectioned off different clips within the clip and rearranged them for a more comical piece. In playing around with this tool I discovered there are fun animation and audio effects that can be edited into the clips. Subtitles, credits and titles can also be added into the piece. There are many options within i movie to edit and create a movie that can be fun for students to utilize while learning. Using this tool has given me a new perspective on incorporating video into lessons. Not only did I learn about our topic, or actually brush up on the topic which was the "three phases of water", I learned how to use a new technology. In introducing this technology to a lesson, I believe students will enjoy learning the lesson and technology. Creating a product that displays what students have learned will allow students to have an immediate sense of satisfaction and accomplishment which will further their interest in learning.
When I was reading the article it occurred to me that the students referred to were in grade five. As a college student and future teacher, this is my first exposure ever to i movie. It is obvious that I will be teaching students who may have better skills with this technology than I, at this point. However, this is why it is important that I get a firm grasp on this technology as to become a more effective teacher. Besides how much catching up I need to do, I learned how not only does video creation engage the students in creating a product which displays a subject or topic but, how the actual process in creating the script and organizing the movie actually forces the students to understand the topic matter and technology. Preparation and brainstorming allows students to practice their creativity establish individual ideas and decide what facts are more important than others. It allows students to really think about what they have learned instead of brushing it off which is what happens in many cases.
Taking a deeper look into the creation of the video, group cooperation is as key a factor as learning the material individually is. Working as a group productively is important and it can be up to the teacher how well this happens. The reading on page 28 states "We group students very carefully to ensure they stay on task and work well together". This reminds me that how productive the students are in learning is as much up to me as it is up to them.
I think using i movie and other similar tools as a means of education is a great way to teach students individual responsibility, technology, subject matter, cooperation, commitment and so many other characteristics that will reflect into their futures.
Thursday, November 1, 2007
Blog 10: Midterm Reflection
In reflecting on the Midterm, I felt it was straightforward and effective. We were given questions on pretty much all of the important areas learned from class. One of the questions I missed was based on a lesson I missed, iste.org. Since I have missed one day of class this semester, I can honestly say that it pays on the midterm (and assignments) to attend every class of this course. I missed the screenshot part of the second part of the midterm. I knew it would probably be on it too but, laziness got the best of me and I did not review that before the exam. My computer at home is a PC, so had I had my old MAC I probably would have got that part of the question right. However, it is important for a future teacher to know how to use both a MAC and a PC. Now I know that on a MAC, press control-apple-shift-4 to do a screenshot. I did know the control-apple-shift part but forgot the 4. Now, I dont think I will forget that. Overall, I think this midterm was a great review of the material learned so far. It is nice to take a course where I can see the productivity of what I have learned.
Sunday, October 21, 2007
Blog 8: Web Quest and Filamentality
Web Quest Articles:
http://webct6.csusm.edu/webct/RelativeResourceManager/Template/webquests.pdf
http://webct6.csusm.edu/webct/RelativeResourceManager/Template/webquest20.pdf
http://www.educationworld.com/a_tech/tech073.shtml and http://school.discovery.com/schrockguide/webquest/webquest.html
Filamentality:
http://www.kn.att.com/cgi-bin/fil3.pl
A Web Quest is an inquiery-oriented activity where all the sources are used from the web. It is geared toward using information provided rather than finding information which allows the learner to focus more on the activity rather than finding bits of information to actually do the activity. It is designed to use learners' time most productively and engage learners in thinking in levels of analysis, synthesis and evaluation. Bernie Dodge who first developed Web Quest created a FOCUS diagram to aide anyone in creating a great rather than good Web Quest. (F)stands for "Finding Great Websites". The key to creating a Web Quest with great sites is to search the "deep web" and use search engines that students would otherwise not use. (O) stands for "Orchestrate Learners and Resources". There are two facets to this area. First, Organizing resources is important in making a great Web Quest. In many cases there will not be enough computers per student. The solution to this is to create a Web Quest where students can work both online and offline. Organizing people in an effective and interactive manner will make a Web Quest most efficient. Creating a setting where each student will be accountable yet depend on each other while helping and applauding each other will be very effective; reflection on working most effectively should be built into the Web Quest. When creating a Web Quest these characteristics should be kept in mind. (C) represents "Challenge Your Learners to Think. The challenge here is to get students to successfully analyze and synthesize information. This can be done by having our students go beyond retelling and paraphrasing and engaging them in problem solving, creativity, design and judgement. (U) stands for "Use the Medium". This represents ways in which tasks can be designed to elicit higher level thinking and motivation. Beside just having text, a teacher may bring in voices either in person or through an email link. Also, having a link that is made specifically for students to contribute their thoughts can be highly effective in motivation and eliciting higher thinking. (S) stands for "Scaffold High Expectations". Scaffolding is a temporary structure used to help students act more skilled than they actually are. Three types of scaffolding are reception, transformation and production. "
"A reception scaffold provides guidance in learning from a given resource and retaining what was learned". The transformation scaffold asks learners to think of what hey just read but in another form such as a pattern diagram, brainstorm or, compare and contrast. The production scaffold asks learners to create some kind of form based on what they just read, such as a diagram or pattern. In the article "A Productive and Thought Provoking Use of the Internet" discusses ways of using the web as a motivational force while appeasing parental concerns meanwhile holding students' attention away from other interesting and sometimes inappropriate sites. Some examples given that are geared toward creating engaging and safe Web Quests are to incorporate non computer activities, relate to real world issues, create a product, etc... Both of the above articles regard the many aspects that should be included in a great Web Quest. The last two websites shown above are articles about teachers who actually used Web Quest to it's potential. One example is in Greece, New York, students had a choice of specific historical events to write as short story on as if they were an actual soldier.
The Filamentality website was very appealing to me. I found it to be a very useful tool for a prospective teacher to be introduced to. It is just one example of how many resources the web has to give teachers and students access to interactive and fun lesson planning and lessons while achieving efficiency and productive outcomes for both teacher and student.
http://webct6.csusm.edu/webct/RelativeResourceManager/Template/webquests.pdf
http://webct6.csusm.edu/webct/RelativeResourceManager/Template/webquest20.pdf
http://www.educationworld.com/a_tech/tech073.shtml and http://school.discovery.com/schrockguide/webquest/webquest.html
Filamentality:
http://www.kn.att.com/cgi-bin/fil3.pl
A Web Quest is an inquiery-oriented activity where all the sources are used from the web. It is geared toward using information provided rather than finding information which allows the learner to focus more on the activity rather than finding bits of information to actually do the activity. It is designed to use learners' time most productively and engage learners in thinking in levels of analysis, synthesis and evaluation. Bernie Dodge who first developed Web Quest created a FOCUS diagram to aide anyone in creating a great rather than good Web Quest. (F)stands for "Finding Great Websites". The key to creating a Web Quest with great sites is to search the "deep web" and use search engines that students would otherwise not use. (O) stands for "Orchestrate Learners and Resources". There are two facets to this area. First, Organizing resources is important in making a great Web Quest. In many cases there will not be enough computers per student. The solution to this is to create a Web Quest where students can work both online and offline. Organizing people in an effective and interactive manner will make a Web Quest most efficient. Creating a setting where each student will be accountable yet depend on each other while helping and applauding each other will be very effective; reflection on working most effectively should be built into the Web Quest. When creating a Web Quest these characteristics should be kept in mind. (C) represents "Challenge Your Learners to Think. The challenge here is to get students to successfully analyze and synthesize information. This can be done by having our students go beyond retelling and paraphrasing and engaging them in problem solving, creativity, design and judgement. (U) stands for "Use the Medium". This represents ways in which tasks can be designed to elicit higher level thinking and motivation. Beside just having text, a teacher may bring in voices either in person or through an email link. Also, having a link that is made specifically for students to contribute their thoughts can be highly effective in motivation and eliciting higher thinking. (S) stands for "Scaffold High Expectations". Scaffolding is a temporary structure used to help students act more skilled than they actually are. Three types of scaffolding are reception, transformation and production. "
"A reception scaffold provides guidance in learning from a given resource and retaining what was learned". The transformation scaffold asks learners to think of what hey just read but in another form such as a pattern diagram, brainstorm or, compare and contrast. The production scaffold asks learners to create some kind of form based on what they just read, such as a diagram or pattern. In the article "A Productive and Thought Provoking Use of the Internet" discusses ways of using the web as a motivational force while appeasing parental concerns meanwhile holding students' attention away from other interesting and sometimes inappropriate sites. Some examples given that are geared toward creating engaging and safe Web Quests are to incorporate non computer activities, relate to real world issues, create a product, etc... Both of the above articles regard the many aspects that should be included in a great Web Quest. The last two websites shown above are articles about teachers who actually used Web Quest to it's potential. One example is in Greece, New York, students had a choice of specific historical events to write as short story on as if they were an actual soldier.
The Filamentality website was very appealing to me. I found it to be a very useful tool for a prospective teacher to be introduced to. It is just one example of how many resources the web has to give teachers and students access to interactive and fun lesson planning and lessons while achieving efficiency and productive outcomes for both teacher and student.
Saturday, October 13, 2007
Blog #7: Wikispaces
Definition: "Any collaborative website that users can easily modify via the web, typically without restriction. A wiki allows anyone, using a web browser, to edit, delete or modify content that has been placed on the site, including the work of other authors. This has been found to work surprisingly well since contributors tend to be more numerous and persistent than vandals and old versions of pages are always available. Text is entered using a simple mark-up language which is then rendered as HTML. A feature common to many of the different implementations is that any word in mixed case LikeThis is automatically turned into a link to a page of that name, which may or may not exist (similar to the linking in this dictionary). In contrast, a web log, (blog) typically authored by an individual, does not allow visitors to change the original posted material, only add comments. Wiki wiki means "quick" in Hawaiian. The first wiki was created by Ward Cunningham in 1995" (www.dictionary.reference.com/browse/wiki). In using the website www.wikispaces.com , I am a participating in the creation of a website where two of my fellow classmates and I can enter the website individually and make our own edits. Through wiki spaces we are able to have online discussions and add content to the website individually. This is a very convenient tool for teachers to use in the classroom because it allows students to participate mutually in the creation of a website thus, engaging students in utilizing this type of technology. As a teacher, one can create their own website through this website that can be accessed by anyone if posted as public. Other options can be chosen such as protected and private; these options allow you to control who you allow to view your site.
In reading "Building the Digital Divide A Building Block for Teachers" By Colleen Swain and Tamara Pearson, I learned about the digital divide problem of the " significant difference in the access to and equity of technology experience based on categories such as income, race, gender, location and education." The digital divide problem is rooted in "the need for more funding and the creation of ideal learning environments". This article discusses the initial steps all teachers can make toward finding solutions for this problem; self evaluation. The first step toward a solution calls for teachers to recognize issues of technology such as location, teacher training, resource availability, etc... within their classrooms and schools. Regarding the issue of placement and how classrooms are used within the classroom concerns primarily the teacher. It is up to the teacher to allow student access to computers throughout the day to create technology as a seemingly natural part of the learning process. In a classroom where computers are limited, this can be done successfully by creating "computer station" where each computer is surrounded by a few chairs so more than just one student may have access at a time. It is important for school administrators to recognize the importance and significance of providing students access to school computers before, during and, after school, as opposed to locking computer labs up except when specific use is authorized. This can be possible through Parent volunteer supervision and the issue of funding can be addressed through grants, vending machine sales, Parent-Teacher Organizations, and the like. Another way teachers can address the digital divide is through software inspection. Software is often used in a limited manner for the student. Where one software will be introduced by a teacher for all student, different types of software will reach more students than just one type (different learning preferences). Also, utilizing only one software does not give the student the opportunity to learn the many types and usages of software. Software Resources may be found on the web, which may help teachers broaden the choices of software by not having to purchase them. In order to begin the process as discussed above, teachers need to start with self reflection of how technology is being used in their classroom and how it can be use more productively toward diminishing the digital divide.
In reading "Building the Digital Divide A Building Block for Teachers" By Colleen Swain and Tamara Pearson, I learned about the digital divide problem of the " significant difference in the access to and equity of technology experience based on categories such as income, race, gender, location and education." The digital divide problem is rooted in "the need for more funding and the creation of ideal learning environments". This article discusses the initial steps all teachers can make toward finding solutions for this problem; self evaluation. The first step toward a solution calls for teachers to recognize issues of technology such as location, teacher training, resource availability, etc... within their classrooms and schools. Regarding the issue of placement and how classrooms are used within the classroom concerns primarily the teacher. It is up to the teacher to allow student access to computers throughout the day to create technology as a seemingly natural part of the learning process. In a classroom where computers are limited, this can be done successfully by creating "computer station" where each computer is surrounded by a few chairs so more than just one student may have access at a time. It is important for school administrators to recognize the importance and significance of providing students access to school computers before, during and, after school, as opposed to locking computer labs up except when specific use is authorized. This can be possible through Parent volunteer supervision and the issue of funding can be addressed through grants, vending machine sales, Parent-Teacher Organizations, and the like. Another way teachers can address the digital divide is through software inspection. Software is often used in a limited manner for the student. Where one software will be introduced by a teacher for all student, different types of software will reach more students than just one type (different learning preferences). Also, utilizing only one software does not give the student the opportunity to learn the many types and usages of software. Software Resources may be found on the web, which may help teachers broaden the choices of software by not having to purchase them. In order to begin the process as discussed above, teachers need to start with self reflection of how technology is being used in their classroom and how it can be use more productively toward diminishing the digital divide.
Sunday, October 7, 2007
Blog 6: Spreadsheets
Excel and the use of spreadsheets can organize one's life in just minutes. Excel can be especially useful for a teacher in the classroom as well. For example, a teacher can create a grade book for each class and make changes that will automatically update the rest of the information that would be mathematically affected by the change. Lets take a look at what constitutes a spreadsheet. A spread sheet is made up of columns, rows and cells. Within each cell such data as text (labels, names), number data (constants), and formulas (equations), can be inserted. The COLUMN is the vertical space that is up and down the window and designated by capital letters located along the top of the spreadsheet. The horizontal space that is going across the window is a ROW designated with numbers along the left side of the spreadsheet. Throughout the spreadsheet are intersections where the rows and columns meet; these intersections are called CELLS. The cell is designated by it's column letter and row number. Three different types of data that can be entered into a cell are labels, constants and formulas. LABELS are text values with no numerical information and are typically used for identifying what is being talked about so that we know the topical information of the column or row. CONSTANTS are fixed number information with a fixed value. FORMULAS are entries that consist of an equation that calculates the value of given information. Upon the change of number data, the value will be updated based on the formula when referenced by the cell number and not the actual data number. All formulas begin with an equal sign and, a list of functions are provided in excel under the insert menu. When using functions it is best to reference the cells as much as possible as opposed to typing data in equations. This is so that you don't have to type the information in again and if information changes you don't have to change the equation. There are many different functions that can be used in excel. Some examples are max, min, sum, average, count, IF, etc... Once you have your information into the spreadsheet it can look pretty boring. To "dress" it up a bit you can go to the format menu and format the text and numbers to your liking. As things change or mistakes happen, there are many adjustments that may be made into a spreadsheet without having to start over. Excel is a useful tool for anyone who knows how to use it. Because it is flexible, fast and accurate it can appeal to both teacher and student.
Saturday, September 29, 2007
Blog 5: Power point and Taxonomy
In our most recent class of Education 422, Professor McCulloch refreshed our knowledge of power point. I found this to be very helpful because I don't think I ever really had a proper lesson on PowerPoint. I learned how to apply different animations and effects to each slide or all slides. I had know idea that there are online sources where power point templates can be downloaded and applied to my own slides. It was encouraging to learn that PowerPoint is not as basic as I had thought, that there are sources outside of the ones provided on the software. Further into our PowerPoint refresher course, we learned the dos and do nots of PowerPoint. There are many minor factors that go into making a decent power point. For example, by applying various sounds to one or more slide, the viewers will most likely be too distracted to even pay attention to the content of the slide. Some points Professor McCulloch provided us are to avoid abbreviations and acronyms, no more than two graphics per slide, use animation to emphasize points, don't use more than 5 bullets to a slide and 8 words to a bullet and a most important only include what is necessary.
Power point can be a very effective tool in many ways. The teacher can provide the students with the lesson before it is even presented. In this situation, the student can get a head start on the material but also print an outline of the power point and bring it to class to write notes next to each slide. In this example, both the teacher and student are impacted because both student and teacher are more likely to be on the same page therefore the lesson will be more efficient. I plan to use power point within my own classroom. The example above is one way I would include this tool in the class to improve my teaching and my students' learning. Another approach to power point that I would implement in my classroom is using power point in a game format to review for exams or when finalizing a chapter. In this manner my teaching ability would be improved and the students would be able to actively participate in improving their learning.
Bloom's taxonomies addresses levels of abstraction that are commonly seen in the education setting. The different competencies covered are knowledge, comprehension. application, analysis, synthesis and evaluation. I think that Bloom's taxonomy is an interesting abstract of preperation for exams. According to my understanding it appears that each competance is thoroughly addressed with each skill that should be demonstrated. I think this is a helpful tool for any student and serves a rubric like purpose to studying successfully.
Power point can be a very effective tool in many ways. The teacher can provide the students with the lesson before it is even presented. In this situation, the student can get a head start on the material but also print an outline of the power point and bring it to class to write notes next to each slide. In this example, both the teacher and student are impacted because both student and teacher are more likely to be on the same page therefore the lesson will be more efficient. I plan to use power point within my own classroom. The example above is one way I would include this tool in the class to improve my teaching and my students' learning. Another approach to power point that I would implement in my classroom is using power point in a game format to review for exams or when finalizing a chapter. In this manner my teaching ability would be improved and the students would be able to actively participate in improving their learning.
Bloom's taxonomies addresses levels of abstraction that are commonly seen in the education setting. The different competencies covered are knowledge, comprehension. application, analysis, synthesis and evaluation. I think that Bloom's taxonomy is an interesting abstract of preperation for exams. According to my understanding it appears that each competance is thoroughly addressed with each skill that should be demonstrated. I think this is a helpful tool for any student and serves a rubric like purpose to studying successfully.
Sunday, September 23, 2007
Blog 4: Mapping Student Minds
The activity discussed in "Mapping Student Minds" implements learning through technology and meets the NETS S3 and NETS TII standards. Throughout this course we have discussed various ways technology can be incorporated into the classroom. I found the featured activity to be very thorough and very engaging for this age group and above. I appreciated the structure of the activity in that the students were involved in the data finding both inside and outside of the classroom. On top of that they also worked collaboratively with partners as well as a separate after school group to keep the research ongoing and observe while it progressed. This week in EDUC 422, we are creating a similar format casual map to the one used in the activity in Walnut Creek, California discussed in the article. The online tool we are using is called "Inspiration". Similar to an outline one creates before delving into writing an essay or such, this tool allows you to create topics and link arrows to subtopics among many other creative aspects. The topic I chose for my inspiration map is immigration and migration to California between 1850 and 1900 (4.4.3). For this assignment the idea is to create a map on curriculum above third grade and as if we were in that grade level. While beginning this assignment I found the tool "inspiration" to be extremely helpful in formulating my ideas. My B.A. is in History and there were many times i could have used this tool in presentations and in my research for papers. Although I was unaware of this toolprior to EDUC 422, I will be using this in the future.
Sunday, September 16, 2007
"Oh the Changes..."
For the past twenty something years computers and technology have been an instrument used within school classrooms. Over this period of time, many things have evolved and changed, including teaching strategy. There are many different approaches to teaching of which a teacher may follow in their classroom. In my point of view, or at least when it comes to my classroom, I except my students to take responsibility for their own education just as much if not more than me. In reading "Oh the Changes...", the section dedicated to "sense makers" (p.7) reminded me of the type of teacher and strategy I lean towards taking. In my Education 350 class, we explored the different teaching characteristics we think we will follow in our own classroom and what type of a teacher the majority of our answers are categorized into. My teaching style was classified as "Post Modernist", where I take an answer or topic out of it's common context and relate it to multiple other subjects or concepts. This follows the idea that perhaps there is sometimes no one right reason only. In the "Sense makers" column (p.7) of the reading it begins with "My teacher lets us work independently because she knows we have a plan. She's there if we need her." In today's classroom technology can support the learner in many ways. An example from the reading of technology used in learning and teaching is, when writing a paper if you mess up you don't need to erase it or throw away the paper. In the classroom, a student may mess up and find help through the computer or Internet and carry on with the task. Or, as a teacher, I may assist the student, and when back on track, there is time saved to continue rather than begin all over again. I think technology in the classroom creates an efficient setting and allows for more production within it. I hope that my students can facilitate in their own learning in my classroom with the help of technology and themselves, as much as the help from me. As I will do myself and learn from them.
Saturday, September 8, 2007
Blog 2- tools - netiquette - "Teaching Understanding"
This week in EDUC 422, I read "Teaching Understanding" which was about using technology in a classroom to teach understanding. Also this week, I learned about netiquette and was taught by my professor many great tools for understanding the Internet.
In reading "Teaching Understanding", we are introduced to three findings introduced by psychologist John Bransford which support the belief that "learners construct their knowledge from their experiences, a perspective that generates many implications for how to teach students to understand." The three findings that are the basis for teaching and learning in this reading are 1: preconceptions influence all learning, 2: Understanding comes from knowing facts and principles, and, 3: Metacognition is essential for understanding. Through these three findings, we are introduced to the use of technology in support of these three notions.
In finding number one, the main challenge for a teacher is learning how to use these preconceptions as a foundation in expanding or modifying their understanding. So, the question here is how can technology be used as a tool in doing such, keeping in mind the main point in this situation, to correct the learner's incorrect assumptions. An important aspect considered in the reading that most teachers have a problem with is how to assess each student's misconceptions in order to correct these incorrect preconceptions. An example in the reading of doing so implemented the use of technology. The idea was to assess the students' understandings through discourse which technology then allows the teacher to provide instant responses and feedback and also adjust lessons accordingly.
Finding number two, "Understanding comes from knowing facts and principles", teaches how facts should be presented through interconnection of facts, concepts and pinciples and, developing framework in which students can organize such in their mind. Use of technology to support this way of teaching and understanding may be found through computer based programs. However it is vital that the teacher has a strong mastery of the material they are teaching as well as a strong understanding of how the students will typically learn that material.
In finding number three, meatacognition is addressed. "Metacognition describes the personal awareness of individuals to choose, monitor, and adjust the thinking strategies they use to learn and solve problems. " This line of thinking and learning helps the individual to control what and how they learn in order to be more aware and successful in their understanding process. An example of a technology tool that will aide in this finding is a online program called "Study Smart" which aims to teach these cognitive management skills.
In another reading based on netiquette, that we were to review for an introductory letter assignment, I learned the importance of expressing myself clearly through the computer text keeping in mind such aspects of tone and punctuation as to avoid any confusion or misunderstandings that may lead to argument, etc...
Reflecting upon this weeks class, I learned such helpful tools as internet language, advantages an disadvantages of the web, security and limitations of the web, what certain .abc means for example .org, .net, .gov... I also learned what "backflipping" is (bookmarking which allows one to include a description) and I also created a Yahoo.com account which gives me access to many useful tools for exploring the internet.
In reading "Teaching Understanding", we are introduced to three findings introduced by psychologist John Bransford which support the belief that "learners construct their knowledge from their experiences, a perspective that generates many implications for how to teach students to understand." The three findings that are the basis for teaching and learning in this reading are 1: preconceptions influence all learning, 2: Understanding comes from knowing facts and principles, and, 3: Metacognition is essential for understanding. Through these three findings, we are introduced to the use of technology in support of these three notions.
In finding number one, the main challenge for a teacher is learning how to use these preconceptions as a foundation in expanding or modifying their understanding. So, the question here is how can technology be used as a tool in doing such, keeping in mind the main point in this situation, to correct the learner's incorrect assumptions. An important aspect considered in the reading that most teachers have a problem with is how to assess each student's misconceptions in order to correct these incorrect preconceptions. An example in the reading of doing so implemented the use of technology. The idea was to assess the students' understandings through discourse which technology then allows the teacher to provide instant responses and feedback and also adjust lessons accordingly.
Finding number two, "Understanding comes from knowing facts and principles", teaches how facts should be presented through interconnection of facts, concepts and pinciples and, developing framework in which students can organize such in their mind. Use of technology to support this way of teaching and understanding may be found through computer based programs. However it is vital that the teacher has a strong mastery of the material they are teaching as well as a strong understanding of how the students will typically learn that material.
In finding number three, meatacognition is addressed. "Metacognition describes the personal awareness of individuals to choose, monitor, and adjust the thinking strategies they use to learn and solve problems. " This line of thinking and learning helps the individual to control what and how they learn in order to be more aware and successful in their understanding process. An example of a technology tool that will aide in this finding is a online program called "Study Smart" which aims to teach these cognitive management skills.
In another reading based on netiquette, that we were to review for an introductory letter assignment, I learned the importance of expressing myself clearly through the computer text keeping in mind such aspects of tone and punctuation as to avoid any confusion or misunderstandings that may lead to argument, etc...
Reflecting upon this weeks class, I learned such helpful tools as internet language, advantages an disadvantages of the web, security and limitations of the web, what certain .abc means for example .org, .net, .gov... I also learned what "backflipping" is (bookmarking which allows one to include a description) and I also created a Yahoo.com account which gives me access to many useful tools for exploring the internet.
Sunday, September 2, 2007
EDUC 422 Week 1: Reflection of first class
My first week of Education 422 proved to be a very significant one pertaining to my relationship with computers. First, I learned the difference between a PC and MAC computers and their differences and similarity of function. For example, on a MAC when there are programs running there are little arrows beneath the picture of the programs. One thing I learned from having my own MAC, which I got stolen, was that when you save something, it downloads differently than a PC. When you save a file on a MAC, it is automatically downloaded in desktop which may be confusing at first. But in class we learned, when saving to a MAC you can save to a second desktop or personal folder. A personal folder can be created under “columns”. To create a folder you need to close word, press control and click on icon, then type the name of the folder.
Besides learning the differences of a PC and a MAC and how to do specific tasks, I also learned what a Blog is and created one of my own. My URL is http://grech002.blogspot.com. If I learned this correctly then this will be my first post. Among the above mentioned however, the most interesting thing that I have learned in my first week of class is Print Screen. This was the first time I had ever heard of this function on a computer. Both a MAC and PC have this button which allows a photograph of what is on your computer at the moment to be copy pasted into word. On a PC you press “Prnt Scrn” – open word – and paste. On a MAC you press the control button – apple – shift – 4 and hold the mouse down and drag to copy a selection of the print. You then go to word and paste onto a document.
I feel that this first week of class has been very useful and successful. I am looking forward to learning a lot of useful computer techniques that will help me in my future career as a teacher.
Besides learning the differences of a PC and a MAC and how to do specific tasks, I also learned what a Blog is and created one of my own. My URL is http://grech002.blogspot.com. If I learned this correctly then this will be my first post. Among the above mentioned however, the most interesting thing that I have learned in my first week of class is Print Screen. This was the first time I had ever heard of this function on a computer. Both a MAC and PC have this button which allows a photograph of what is on your computer at the moment to be copy pasted into word. On a PC you press “Prnt Scrn” – open word – and paste. On a MAC you press the control button – apple – shift – 4 and hold the mouse down and drag to copy a selection of the print. You then go to word and paste onto a document.
I feel that this first week of class has been very useful and successful. I am looking forward to learning a lot of useful computer techniques that will help me in my future career as a teacher.
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